This site welcomes shared experiences.
If you would like to contribute a short explanation of a technique you
are currently using with gifted children please contact
contribuer à l'édition de cette page en partageant avec nous
des informations ou votre expérience, prière d'entrer en
contact avec nous.
plans on the net. The Univeristy of Alberta has a list of sources
for lesson plans, great for teachers trying to support a particular interest
of a gifted child. Also wonderful for homeschool "helpers" looking
Performance Standards Manuals for Reading, Writing, Numeracy and Social
Skills are available online (and in B.C. Schools) from the B.C. Ministry
of Education. These manuals, downlowdable in Acrobat pdf format,
or available from B.C. Office Products (see the website for details)
outline levels of expectations for various grades along with samples, and
explanations of standards. The manuals are intended to be used as
a resource to support ongoing instruction and assessment, helping to support
a criterion referenced approach to evaluation. These manuals will
become extremely important as the system moves away from formal testing
measures for gifted students. Check the Quick Reference lists to
see what characterizes students who are working above expectations (or
below expectations for those who are acting out for attentionor out of
frustration with current classroom pacing)
Gifted Children This is the downloadable pdf
file (acrobat reader needed) a newsletter produced for distribution to
Early Childhood Educators and Primary teachers by the Gifted Children's
Association of B.C.
Multiple Intelligences Howard
Gardner has had enough of watching children crawl around on the classroom
floor in the name of his theory of multiple intelligences.....Debra
Viadero interviewed him in Education
week magazine to get Gardner's own views on how his theory is being
try our new lined and gridded paper
or trouble with writing (sometimes including spelling and punctuation)
seems to be a problem for many highly gifted children (often for boys).
Students often complain their ideas come to fast for their printing or
writing. Without adaptations many students will be frustrated by
their inability to express themselves through writing and may produce as
little as possible. There are several good web sites which deal with the
issues of dysgraphia. A good description of dysgraphia
and information on techniques to help students is found at this "resource
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sites for web searches
Cornish at Gander Academy in Gander Newfoundland created a set of theme
pages out of concern for what students could access on the Internet using
search engines. He found that with grade five students, they would often
hit upon sites that were too difficult for them
understand or contained inappropriate material, especially pornography.
Jim found that even the most innocent of terms on many search engines produced
lists of some of the worst materials on-line.
also found that there were often too many hits and students would not have
enough time to properly search through more than a few of them for research
material. Using the theme pages narrowed the students' focus to what was
best suited to support the work they were doing in class or in projects.
Seemingly many others feel the same way. These pages receive up to several
hundred hits daily.
Academy has not placed any filtering software on their Internet access.
They feel this approach provides a false sense of security and does not
place any responsibility on the students for appropriate use of the Internet
for their ages. So, they are promoting the idea that students make the
choice not to make deliberate visits to these sites, knowing they are not
suitable. They also use some of the monitoring features of their network
to keep track of sites visited and resources downloaded. From this they
can determine who is visiting these places. Only one incident has
occurred in three years and when they investigated, the student had brought
the materials in from home.
the pages serve several purposes:
to provide students with lists of age appropriate material for research
to provide students quick access to materials teacher's have determined
suited to support curriculum objectives.
to reduce the need to use search engines that can produce lists of
The Gander Academy research pages at
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a facilitator for the International Telementor Centre sent us the following:
Please take a
few minutes to look at the telementoring site,(http://www.telementor.org/hp),
and consider using the program in your school. You can see spotlight features
from last year's program by clicking on the spotlight link at the bottom
of the page and you can see projects
that were used
last year by teachers in the program. The deadline for teacher applications
is Dec. 12th for projects to begin in January. Each applicant that is accepted
before Dec. 12th will receive the National Geographic Maps on CD-ROM.
Our program has
recently been featured in the NASSP Bulletin, Forbes, and Popular Science.
Let me know if I can answer any questions for you.
nternational Telementor Center Em-mail: email@example.com
(888) 453-0635 (toll free)
(888) 453-0635 (toll free
She also sent
the following description of the project which is sponsored by a number
of companies identified at the website
I am a teacher
in South Carolina, USA and an education facilitator for the International
Telementor Center. Are you interested in bringing the business community
into your classrooms to work individually with your students? Do you ever
need another resource to help you encourage hard to reach / at risk
students? Telementoring can be the answer for you. As a teacher this
is one of the best resources that I have ever seen. Many teachers
have asked me to let more teachers and educators know about the program.
I have watched children who were failing at school become the most self-confident,
A-B students in the school. This program allows HP professionals and other
companies worldwide to help students, through teacher-supervised projects,
in the critical areas of math, science, professional communication
skills and career/education planning.
HP employees or other business employees help students develop the skills
they need to pursue interests in a professional and successful way.
In general, we
are looking for teachers who use e-mail and the Web on a daily basis, are
able to secure individual e-mail accounts for their students, understand
how to integrate technology into the classroom, and are willing to develop,
implement, monitor and evaluate the work the students are doing with the
mentors. This is a project based program that should be fully integrated
into the teacher's curriculum. It should not be viewed as an extracurricular
project that the students work on must be graded by the teacher and be
included in their final grade.
look at School-to-Work initiatives and set new standards in the areas of
math and science, it would seem that bringing the business community into
the classroom would be a perfect solution. The following research points
out the impact mentoring can have:
with mentors are 46% less likely to begin using illegal drugs, 27% less
likely to begin using alcohol, 53% less likely to skip school, 37% less
likely to skip a class, 33% less likely to hit someone."
Brothers/Big Sisters of America 1995 Impact Study
their mentors helped raise their goals and expectations (73%) and report
improved grades (59%)."
Louis Harris Poll
with mentors are more likely to stay in school, attend classes, achieve
and aspire to better grades, and go to college."
Proctor & Gamble
concerns and/or comments, e-mail firstname.lastname@example.org
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of Education Connections
Alberta:Teaching Students who are Gifted and Talented
is the seventh book in the Programming
for Students with Special Needs series from the Alberta Education resource
development unit. Teaching Students who are Gifted and Talented is
approximately 350 pages in length and sold in a binder format through the
Learning Resources Distribution in Alberta. The intent of the
resource is to build a better understanding of giftedness and provide a
range of practical classroom strategies.
Section 1 Administration
of Programs for Students who are Gifted and Talented outlines a planning
process to assist school boards and schools in developing programs for
students who are gifted.
Section 2 Conceptions
of Giftedness includes an overview of the theory that has influenced
the field of gifted education (in plain language!). This theory is organized
into eight conceptual models. Each model includes an overview of the theory
and identifies the assessment procedures and programming options.
Section 3 Identification
includes information about the characteristics of giftedness and describes
a variety of methods for gathering data.
Section 4 an overview
of giftedness in the visual and performing arts.
Section 5 Strategies
for Designing and Implementing Instruction includes over 75 pages of
strategies to assist teachers in modifying programs to meet the needs of
students who are gifted. The resource includes suggestions for developing
Individualized Program Plans (IPPs) and includes completed samples. The
IPP Profile and IPP Student Plan are two examples of tools that have been
included to assist teachers in developing IPPs.
There are 61 appendices that
include a variety of checklists and other planning tools to complement
the information in the text. The resource also includes an annotated
test inventory and a list of recommended resources.
For more information about
Teaching Students Who Are Gifted and Talented please contact Greg
Bishop, Coordinator, Resource Development Unit, Special Education Branch
toll-free in Alberta by
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B.C.Ministry of Education has several
web resources for teachers of gifted students.
manuals concerning policy, IEP's and a Gifted Resource Guide for Teachers
can be accessed through their
special needs pages
The Nova Scotia
Ministry of Education has a new gifted
education document online Challenge
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